Pokrivčáková, S. et al. (2015). CLIL in Foreign Language Education: e-textbook for foreign language teachers.

Nitra: Constantine the Philosopher University. 282 s.

ISBN 978-80-558-0889-5.

11 CLIL lesson planning

Michaela Sepešiová

DOI: 10.17846/CLIL.2015.131-152

Introduction
Since the present days are highly dynamic and rapidly changing, as well teaching and learning
of foreign languages would necessary adapt to these changes. Output to language teaching
should be a preparation for life in the new Europe without borders. The aim of education should
not only broaden a cultural horizon of a man, but also provide an opportunity to acquire
knowledge and skills required by an international labour market. The basic communication
competences include the ability to use and communicate at least in one of internationally used
languages; therefore, teaching of at least one foreign language should become a common and
essential part of basic education. The condition for achieving this ability within the education is
the need for the introduction of integrated approaches in the process of language
learning/teaching. CLIL method is a suitable method because the content of non-language
subject is presented by the target foreign language.

The core of the CLIL method

It is becoming increasingly difficult to ignore the fact that content and language integrated
learning has become the trendy approach of bilingual education. In recent years, CLIL is gaining
more importance across Europe and Slovakia as well in terms of number of schools
implementing and in numbers of related studies done in this field (Bozdoğan & Kasap, 2015;
Pokrivčáková, 2013). CLIL as well as any other approach is specific for the educational and
specific methodological principles. It is a tool in promoting learner understanding of a foreign
language. It is one of the crucial added-value propositions of bilingual education: rather than a
simplistic approach to teaching in a foreign language, there is an emphasis on the integration of
subject and language learning. According to Mehisto, Marsh and Frigols (2008, p.29) five
important core features can be listed as follows:
 multiple focus,
 safe and enriching learning environment,
 authenticity,
 active learning,
 scaffolding.

By drawing on the concept of multiple focuses, Mehisto Marsh and Frigols (2008) have been
able to show that emphasis is put on integration of different subjects and planning learning
through cross-curricular themes and projects. Above all the importance of focusing attention to
knowledge of the subject matter in language classes and to a language in subject matter classes
has to be considered. Here, the teacher should be an encouraging element or a learner and
provide support in reflection on one’s progress in learning.
If learners are expected to succeed they need to be confident in language use as well as in
subject knowledge. Confidence is seen possible only in a safe and enriching environment. In
general, communication in a target language and repetitive activities and tasks help to reach the
goal of confidence. As an example for a meaningful communication there should be good quality
input evenly distributed from the beginning to the end of a class. Wolff (2007) agrees with active
collaborative work of learners; moreover promotes an appropriate learning environment.
Learner-centred approach, as CLIL is regarded to be, belongs to the active learning methods
because teachers act as facilitators and all the work involvement and thinking is put on learners.
Work in pairs and groups lowers learners’ distress of failure and on the other hand develops the
motivation and the co-operative work helps to achieve language, content and learning outcomes.

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Pokrivčáková, S. et al. (2015). CLIL in Foreign Language Education: e-textbook for foreign language teachers.
Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

Active learning efficiency was proved in many researches among which we can mention that of
Rotgans and Schmidt (2011), who investigated how situational interest developed over time and
how it was related to academic achievement in an active-learning classroom.
Studying in a foreign language is a demanding task even more challenging though is creative
and critical thinking. CLIL methodology enhances systematic building on a learners’ previous
knowledge that is possible when scaffolding is applied. A term scaffolding was originally used to
refer to teacher talk that supports pupils in carrying out activities and helps them to solve
problems. Examples include simplifying tasks by breaking them down into smaller steps,
keeping pupils focused on completing the task by reminding them of what the goal is, showing
other ways of doing tasks. Scaffolding also includes support strategies for writing. Examples are
the use of substitution tables and writing frames. Scaffolding is temporary support which is
gradually taken away so that learners can eventually work without it. It provides the support
learners need “to take another step forward and not just coast in comfort” (Mehisto, Marsh &
Frigols, 2008, p.29).

Think!

1. What is the balance of the teaching focus between content and language?
2. Are CLIL programmes common in other countries, and do all countries adopt
a similar approach to implementation?
3. Why to use CLIL? Give some pluses and minuses

CLIL planning
When teachers face each new lesson there is a feeling of uncertainty with regard to what they
have to do. This usually means that teachers need to plan what they want to do in their
classrooms. A unit plan is a series of related lessons around a specific theme (Farrell, 2002).
Planning lessons is the result of a complex planning process that includes the yearly, term, and
unit plans. A daily lesson plan is a written description of how students will move toward
attaining specific objectives. It describes the teaching behaviour that will result in student
learning. Richards (1998) as cited by Farrell (2002, p. 31) says that “ lesson plans are systematic
records of a teacher’s thoughts about what will be covered during a lesson”. Further he adds
“lesson plans help the teacher think about the lesson in advance to resolve problems and
difficulties, to provide a structure for a lesson, to provide a map for the teacher to follow, and to
provide a record of what has been taught. As can be understood he underlines the significance of
lesson planning for language teachers. In this sense, lesson planning could be defined as the
daily decisions a teacher makes for the successful outcome of a lesson.
The lesson planning process is of vital importance for the successful development of the class
(Salaberri & Sánchez, 2012). Not many teachers enter a classroom without some kind of plan.
Lesson plans are systematic records of a teacher's thoughts about what will be covered during a
lesson.
To be prepared to implement CLIL into the teaching, the theoretical background has to be
transformed into practice. It includes not only partial planning of the lessons but rather a long
chain of steps for this approach to be efficient. Above all it requires effective planning and usage
of alternative ways, patience, professional support and a great amount of time. All lesson plans
must have measurable objectives. CLIL has profound methodological implications in terms of
planning, teaching strategies and particularly on the teacher’s role. Indeed these factors may
decide upon the successful or unsuccessful final result of a CLIL lesson. CLIL lesson requires a
precise and extensive preparation. First, the teacher has to decide in great detail which content
is going to be taught and also has to define the English parts of the lessons.

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Pokrivčáková, S. et al. (2015). CLIL in Foreign Language Education: e-textbook for foreign language teachers.
Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

Coyle, Hood and Marsh (2014, p.49-70) divide a process-oriented method required for
effective CLIL planning into six stages:
1. Concept of CLIL
When the idea of CLIL implementation to a school occurs it is necessary to set up a team of
language teachers, subject teachers and school management to conduct ideas and visions and
jointly agree on overall goals. By drawing on the concept of planning, Coyle shows that priority is
to reach goals through discussion and brainstorming; these goals might “increase learner
engagement” (Coyle, Hood &Marsh 2014, p.50) or “develop confident learners who use the CLIL
language spontaneously in a range of settings” (ibid).
2. CLIL in context
Once the vision has been completed focus should switch to practice implication. The author
recommends consideration of special needs a particular school has, either it is a location of
school, its specialization regional and national policies, and type of school. Above-mentioned
issues play an important role in determining the type of CLIL appropriate for different context.
3. Planning a unit
This stage describes the 4C’s conception for planning a lesson, which should be a core of
every CLIL lesson. 4 C’s stands for: Content, Communication, Cognition, and Culture.
2. Preparing a unit
Once the teaching objectives and outcomes have been decided upon all the experience
acquired in traditional teaching has to be combined with the methodology of CLIL approach in
order to achieve these aims.
3. Evaluation and monitoring
The importance of this stage lies in understanding the process of teaching in the classroom
and the ability of the teacher to use observed acumens for future lesson planning (ibid 2014).
4. CLIL community
Communicate ideas and experience provides support while dealing with new challenges and
difficulties.

Planning a CLIL lesson might be a challenge for a teacher in early stages and so it is
recommended to prepare for a lesson intensively and not to overload one in order to achieve
perfection. “As confidence grows and as issues from specific contexts are addressed, then those
involved become better prepared to explore tensions between visions or ideals and the realities
of classroom contexts” (Coyle, Hood & Marsh, 2014, p. 48).
CLIL planning requires a change of the traditional concepts of the lesson planning. The urgent
problems in Slovakia seem to be:
 The majority of teachers working on CLIL programmes are not adequately trained.
 Most current CLIL programmes are experimental.
 Subject teachers may be unwilling to take on the responsibility.
 CLIL is based on language acquisition, but in monolingual situations.
 There is little evidence to suggest that understanding of content is not reduced by lack of
language competence.
 Some aspects of CLIL are artificial.

CLIL teachers dealing with lesson planning need to accept that planning for primary
education learners is different from planning for secondary school learners. Even stronger
emphasis is put on communication, active listening, fluency is preferred over accuracy with
exception of pronunciation, activities are equally allotted for all learning styles and teacher
implemented physical activities such as TPR method (Pokrivčáková, 2008). Planned work is
always much more effective than unplanned work; therefore one of the most important things
you need to do while planning is to identify your aims and objectives. You need to know what it
is you expect your student achieve, what it is he/she will know or will be able to do at the end of
the lesson (e.g. see more Brewster, online).

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Pokrivčáková, S. et al. (2015). CLIL in Foreign Language Education: e-textbook for foreign language teachers.
Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

CLIL practice is much more effective when coordination between the language teacher and
the subject teacher takes place so a lesson plan would work much better if this coordination took
place and an English language teacher could present the basic vocabulary and required
language structures. In case coordination between the subject teacher and the English language
teacher is not possible, some necessary language support for the students – (scaffolding) and for
the subject teachers might be needed.
To design a lesson plan reflecting fundamental essence of CLIL it is advised to follow the steps
proposed by experts in this field. CLIL stands on two basic pillars and that of content and
a language. The prime rule is that content, a topic, and a theme lead the way, as suggested by
positioning the word content before the subject. The language takes a crucial role in this
approach; however it only functions as a medium or tool by which the content is presented
(Mehisto, Marsh & Frigols, 2008).

Teaching objectives and learning outcomes

First of all, teaching aims or objectives and learning outcomes for both language and content
should be considered. By teaching objectives we encounter information and knowledge teachers
intend to teach. Objectives are described as brief, clear statements that describe the desired
learning outcomes of instruction; i.e., the specific skills, values, and attitudes students should
exhibit that reflect the broader goals. Learning outcomes, on the other hand identify what the
learner will know and be able to do by the end of a lesson. Bentley (2009) proposes learning
outcomes, should be measurable and achievable at the same time, to help the teachers as well as
learners to have a clear idea of what goals are to be achieved.
Coyle (2005, p. 4) claims that it is crucial to reflect in CLIL lesson that the content of the topic
guides the language. Moreover, two important factors should be remembered as follows:
teaching objectives and learning outcomes. Broadly speaking, all educational purposes can be
defined in one of two ways - What it is intended that the teacher will do – a teaching objective
and What it is intended that the student will have learnt, or will be able to do, as a result of a
learning experience - learning outcome.

Model activity 1
Subject: Weather
Unit: Changes in the Weather
Teaching Objectives:
 to understand what a cloud is
 how it is formed
 to define the various types of clouds – esp. Stratus, Cumulus, Cumulonimbus, and
Stratus clouds.

Learning outcomes:
At the end of a lesson a learner will be able
 to describe what clouds are made of
 design and draw clouds´ poster

(adapted from Sneed, 2015)

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Pokrivčáková, S. et al. (2015). CLIL in Foreign Language Education: e-textbook for foreign language teachers.
Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

Picture 1 Posters of Clouds (real outcomes)

The 4Cs Framework

A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a
foreign language (Straková, 2013). The 4Cs framework developed by Coyle is the key principle
for lesson planning as well as material planning. The model consists of four main components
and its integrative nature “offers a sound theoretical and methodological foundation for
planning CLIL lesson” (Ramiro & Perez, 2010, p. 3). For a lesson to be successful all four
components should be combined. According to Coyle (2005, p. 5) 4Cs represents
Content – subject with its themes and topics and “acquisition of knowledge, skills and
understanding” (Coyle, 2005, p. 5). Gondová (2013) claims that content should be interlinked
with everyday life. Students consequently should learn facts not through the theoretical
information but rather from practise reinforced by theory. She further recommends K-W-H-L
question method: What do you know about it? What do you want to learn?; How do you want to
learn it?; What have you learnt?
Communication- learning of a language is supported by communication but emphasis is put
on language as a tool for communication Accuracy does not interfere with fluency, although
present (Coyle, 2005). Whilst rich input is a vital quality a CLIL lesson is manifested when the
student is in the centre of the learning process. Lock-step mode should be reduced to minimum
and student- student, student- group, group- group communication put forward. To be a witness
of such communication teacher has to offer appropriate scaffolding in the form of academic
vocabulary, language structures and activities practicing interaction.
Cognition- in CLIL cognition does not mean simple transfer of information from a teacher to a
learner or memorizing offered knowledge. It rather involves higher order thinking skills, and
ecourages learners to develop personal ways of understanding (Coyle, 2005).
Culture- or awareness of cultural aspects obliges learners to broaden their knowledge about
other unknown cultures. To do so, Gondová (2013) recommends work with authentic materials.
From a language point of view she adds that cultural differences help students to choose
appropriate language in culture related situations.
In a CLIL lesson, all four language skills should be combined, i.e. receptive ones: listening is a
normal input activity, vital for language learning; reading, using meaningful material, is the
major source of input; as well as productive ones: speaking focuses on fluency and accuracy is
seen as subordinate and writing is a series of lexical activities through which grammar is
recycled. CLIL lessons demonstrate integration of a language and both receptive and productive
skills; emphasis on reading and listening; functionality of a language, meaningful contexts;
language is approached lexically rather than grammatically and crucial focus on learners styles
within planning tasks types.

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Pokrivčáková, S. et al. (2015). CLIL in Foreign Language Education: e-textbook for foreign language teachers.
Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

Model activity 2: Continents and oceans

Teaching objectives
 To identify continents and oceans.
 To find information of features of continents and oceans.
 To locate every continentand ocean in a map.
 To understand different classification of continents

Learning outcomes
students will be able to:
 Identify continents and oceans ( understand)
 Locate continents and oceans in a map (understand)
 Do a graph of continent sizes (apply)
 Use comparatives and questions sentences (apply)
 Do a conclusion about how many continents are (evaluate)

4Cs reflection
Content
 Continents and oceans.

Cognition:
 Identify continents and oceans.
 Locate continents and oceans in a map.
 Classify continents into sizes.
 Draw a graph for continents sizes.
 Complete a definition of continents.
 Read a text and answer the questions.
 Evaluate different opinions of how many continents there are.
 Write a report about continents and oceans.

Communication
Language of learning
 Present tenses (affirmative and question sentences)
 Past tense
 Comparatives and superlatives.
 Where, when, why, what, which, how?
 Preposition
 Essential vocabulary
Language for learning:
 Strategies for reading and understanding a text.
 Strategies to improve classroom talk. Describing locations.
Language through learning:
 Vocabulary Books Internet Web.

Culture
 To understand that there are different explanation of how many continents there are.

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Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

The CLIL pyramid

Meyer (2010) developed the CLIL pyramid for visual support and representation of the 4Cs
framework for lesson and material planning. The four components, content, communication,
cognition and culture are the core elements positioned in four corners of the pyramid base. By
drawing a line from each corner we would form a fifth point above the base and complete the
CLIL pyramid. That of Meyer (2010) is divided into four layers, which represent the process of
lesson and material planning.
The base and at the same time first level is topic or content selection. The prime idea is to
focus on a particular subject needs, aims and outcomes. Second level includes “study skills” and
“input-scaffolding”. Firstly learning styles and learning skill have to be carefully considered and
evenly distributed throughout the unit or lesson. Drawing on “input scaffolding” we encounter
various tables, charts or maps. Depending on our intention to develop content it is important to
decide what kind and how much of input has to be offered to students. Task design at the third
level has to fulfil two criteria: develop higher order thinking skills and trigger communication
and cooperation among students. The top of the pyramid is left for final product- poster,
presentation or debate. The CLIL workout also “determines how much and what kind of output-
scaffolding is necessary” (Meyer, 2010, p.24).

Practical reflections in lesson planning

CLIL is a learner centred approach what changes the role of a teacher from that of a controller
of the learning process to that of a facilitator. It puts demands on teacher to monitor “the
development of a unit and evaluating the processes and outcomes” that are “integral to the
teaching and learning process” (Coyle, Hood & Marsh, 2010, p.67). Coyle further claims that it
“focuses on understanding classroom processes as they evolve to gain insights which inform
future planning (ibid, 2010, p. 67).
In Slovakia, however, Internet seems to be one of the leading inspirations for teachers due to
fact that no ready CLIL portfolios of lesson plans have been issued. If this is the case it takes a lot
of time to produce expectable lesson plans for each lesson that have to fulfil certain criteria.
Mehisto (2012) provides such criteria sectioned into 10 fundamental focus areas.
Make progress visible. Progress can be achieved in cautious planning. In general, language,
content and learning skills have to be broken down into smaller unit and “long term and short
term planned outcomes” (Mehisto, 2012). The students as the key element must be introduced
to the set goals. It is believed that students need first know and understand the goal in order to
achieve it. Above all only stimulating, inspiring and thought-provoking tasks lead the way to an
achievable learning outcome.
Promoting academic language proficiency. No one can expect learners to acquire whole
academic or scientific language in one go. It also has to be broken down and introduced
systematically. Materials should, therefore, reflect step-by-step advancement leading to short
and long-term learning outcomes. The teachers and educators, consequently take the burden to
provide students with logical and systematic academic language introduction. It can be achieved
supposing students’ attention is drawn to various language forms such as specific vocabulary,
connectors, words with different meanings, and functions are in preference. Haynes (2007)
approves with such revelation and adds that time and gradual introduction to a language plays a
key role.
Encouragement of learner’s autonomy and learning skills. Learner autonomy is not an
inherited skill but rather it is a skill requiring lots of directed practice. Teachers seem to be
mediators of language learning who gradually pass whole learning responsibility to students.
Being an autonomous learner means the ability to direct one’s own learning. It is a long-term
process supported by students’ intrinsic motivation and teacher leadership. Well-designed
materials should above all indicate the path an autonomous learner needs to take in problem-
solving tasks. Consequently, materials should help the learner to gather and improve the skills
found necessary to deal with assignments. It might include tips on how to complete a given
assignment. Mehisto (2012) recommends pair brainstorming, finding ways how to handle

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Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

difficult texts or suggesting reading a text for different purposes.

Assessment. Any type of assessment, self, peer or other, mirrors learner’s progress and
achievements in learning process. It can reflect accomplished content or language objectives or
progress in learning skills.
Creation of a safe learning environment. Materials overloaded with information,
demanding and inappropriate language level might cause more distress for learners in all
aspects and trigger a tense atmosphere. This rarely is a bonus in the learning environment,
therefore when creating materials teachers should bear in mind to create safe working
atmosphere. It is recommended to provide needed scaffolding if a topic is too demanding for
content to be understood. Tasks demanding an answer of how the learner feels and suggesting
how to cope, suggesting strategies, providing navigation and support add on the learner’s
confidence and positive attitude towards learning (Mehisto 2012). Human beings naturally look
for safety and so is the case with students, who need to feel secure before taking any risk. The
risk in this context is a language barrier they need to overcome (Cimermanová, 2013).
Cooperative learning. It is thought that two important criteria for defining cooperative
learning must be taken into consideration only then cooperative learning can be understood.
The first one positive interdependence recognizes each member of a group as a contributor to
the group. In fact, learners work in a chain where one learner is dependent on another in order
to complete a task. The second one individual accountability suggests that learners are
concerned not only for personal learning but also need to feel responsibility for the learning of
others. Concerning CLIL materials if essential vocabulary and discourse patterns are provided, it
opens doors to learners’ communication and cooperation (Mehisto, 2012).
Authenticity. It deals mainly with a target language which needs to be incorporated into
materials in such a way it not only provides authentic language but also urges learners to use it.
The tasks should be oriented predominantly on everyday language, information from media and
suggested Internet research to develop the topic. Personalization seems to be another tool for
authentic materials. Learners might be required to present projects on how to prepare a typical
meal, prepare for some competition, and learn how to measure the height of a tree without
climbing it and many other tasks requiring personal involvement (Mehisto, 2012).
Fostering critical thinking. CLIL materials are not based on straightforward repetition of the
learnt facts or recollection of those facts. In contrast, exercises are oriented to a higher order of
thinking- creation, evaluation, analysis, application and understanding (Mehisto, 2012).
Scaffolding belongs to the number of criteria obligatory for planning either a lesson or a
teaching material. Scaffolding in CLIL provides necessary support for the learners principally in
three aspects, language, content and learning skills. An offered model for conveying the meaning
is given to the learners on purpose. Once they are able to apply it into practice vision of a
successful user of the language encourages them for further learning. One of the most common
exercises to scaffold language is brainstorming related to the topic. Brainstormed words might
be noted on the board, which helps learners to talk about the topic more freely and develop
conversation. Other examples include description of an unknown word, providing synonyms or
antonyms of less common words. Similarly, content support should make the learning easier,
simpler and more enjoyable. We can use various animations, charts and tables. In fact, sectioning
texts into more paragraphs gives a clearer idea. Furthermore, each paragraph having its own
subheading highlights the most important sections and develops the topic. When the text is
demanding underlined key words direct the learners’ attention to the strategic facts.
Meaningful learning encloses the circle of criteria developed for creating a learning
material. It is the general truth that interesting and meaningful knowledge tends to be
memorized as one might regard it as information necessary for the future development and
application in life. Therefore, learners’ personal interests, life and life of community should be
reflected in CLIL materials. Features as hands on activities including poster making, projects or
experiments followed by meaningful communication, both illustrate interaction between
content needed for language acquisition and the language needed for subject development”
(Dale & Tanner 2012, p. 12).

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Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

Important
A useful lesson plan involves understanding of more than just what is going to be taught - the
objectives and how it will be taught - materials, equipment, and activities. The followings also
need to be thought about:
• Sequencing: Do the activities move logically so learners are progressively building on what
they already know? Do the activities flow well? Are transitions between activities smooth?
• Pacing: Are activities the right length and varied so that learners remain engaged and
enthused?
• Difficulty: Do the learners have enough skill and knowledge to do the planned activities? Are
the instructions clear?
• Responding to individual differences: Do the activities allow for learners of varying
proficiency levels to receive extra attention they might need, whether below or above the
norm? Are all students actively involved?
• Monitoring learner versus teacher talk: What is the balance between learner talk and
teacher talk? Does the lesson allow a time for learners to interact, producing and initiating
language?
• Timing: Was the amount of time allotted for each part of the lesson sufficient? If the planned
lesson finishes early, is there a backup activity ready? If the lesson wasn’t completed as
planned, how can the next class be adjusted to finish the material? It is important for the
teacher to evaluate how the lesson went at the end of each class period.
• What went well/wrong? Why?
• What did not go as planned? Why?
• If I had it to do over again, what would I change?
• What have I learned about my students that I can account for in future lesson planning?
Remember a lesson plan acts as a guide for a class session. It sets an objective of the lesson
and marks out the route (activities for each stage of the lesson). It is an aid for both novice and
in-service teachers. Novice teachers should write down the details of each activity. Experience
will guide how detailed a lesson plan needs to be. Sharing the plan with learners keeps both the
teacher and the learner focused on where, how, and when they arrive to the final point.

Questions and areas the teacher should consider when planning CLIL lessons:
 Subject Content and Language area
 What will the children learn?
 Time
 Identify the key words and phrases essential to teaching this particular lesson
(scaffolding)
 Teacher and learner activity, phases of a lesson
 Tasks for Assessment of Subject Content and Language Content
 What resources will I use? How will the class be organised?

Useful links:
http://www.teachingenglish.org.uk/teaching-teens/resources/clil
http://mon.uvic.cat/clil/teaching-support/planning-lessons/example-lesson-plans/
http://www.macmillaninspiration.com/new/resources/web-projects
http://www.onestopenglish.com/clil/what-is-clil/free-sample-material/
http://www.klis.pf.ukf.sk/sk/clil/141-metodicke-materialy-pre-vyuovanie-iakov-1-stupa-z-
prostrednictvom-metodiky-clil-
http://forolenguas.edurioja.org/unidades/cicloagua_mariamoliner.pdf
http://lifelonglearningteachers.blogspot.sk/2012/05/clil-lesson-plan-solve-problem.html
http://www.scribd.com/doc/67960676/CLIL-Lesson-Planning-Sample#scribd
and many more…

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Pokrivčáková, S. et al. (2015). CLIL in Foreign Language Education: e-textbook for foreign language teachers.
Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

Think!
1. What is important within planning a CLIL lesson?
2. Why is scaffolding important?
3. Give some examples of teaching objectives and learning outcomes

Model activity 3
(inspired by Baldwin, 2010)

Topic: Healthy eating

This activity aims to develop primary pupils’ understanding of healthy, balanced eating
and provides practice of basic food vocabulary and the present simple tense. It also has
cross-curricular links to PE.

Content objectives:
 Balanced eating

Language objectives:
 Lexis – food
 Grammar – present simple (and possibly quantifiers)
 Skills – speaking and writing

Preparation
Prepare the worksheet for each pupil. Alternatively, to save paper, draw/project one large
copy on the board and tell students to copy it.

Procedure
 With pupils in groups, give them one minute to think of as many types of food as they
can. The group with the most is the winner.
 Tell groups to read out their lists and add any that they hadn’t thought of to their lists.
 Tell pupils to put their foods into two lists – healthy food and unhealthy food. At this
stage, don’t tell them if they are right or wrong.
 Give out the worksheet to pupils and tell them to match the labels to the correct part of
the pyramid, working individually.
 Check as a whole class and explain the concept of the pyramid – food at the bottom is
the most important and food at the top the least important/healthy.
 Tell pupils to think of more food which fits into each group on the pyramid and write it
on, using their list of food from stage 3 to help.
 Tell pupils to think about their eating habits and write what they usually eat in a day
(using the present simple and possibly quantifiers), e.g. “I eat lots of rice, some
vegetables like carrots and cabbage…” You may need to give an example first.
 Pupils compare their eating habits and see who the healthiest eater in their group/class
is.

Extension
Pupils can write out a good daily diet based on the food pyramid, either in class or for
homework. They could even keep track of what they eat over one week to see how
healthily they really eat.

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Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

Worksheet 1 (modified)

Put these labels on the pyramid:

1. Milk, yoghurt and cheese group
2. Fats, oils and sweets group
3. Vegetable group
4. Bread, cereal, pasta and rice group
5. Fruit group
6. Meat, poultry, fish, dry beans, eggs and nuts group

Useful links:
https://clilnutrition.wikispaces.com/Unit+Planning
http://www.onestopenglish.com/clil/young-learners/science/food/pdf-content/food-groups-
lesson-plan/500705.article

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Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

Model activity 4
(acc. to Butkovičová, 2015)
DATE
CLASS
SUBJECT Science
TOPIC Vertebrates and invertebrates
Content By the end of the lesson learners will:
objectives - be able to differentiate vertebrates and invertebrates
- be able to classify vertebrates
-
Language - practice phrases: It is a/an ..../ It has got.....
objectives identify pronunciation of new words

MATERIALS Black-board, chalk, flash cards, worksheet

PROCEDURE TIME
INTRODUCTION Greeting, introduction

STAGE 1 Motivation- interesting things from the Animal Kingdom 5

Slovak language 97% are vertebrates
- there belong animals with various length – from long 8mm fish
discovered in 2004 to the sperm whale – the largest of vertebrates
Dinosaurs belonged to vertebrates – these were the largest ones that
have ever lived in our planet
+ questions: What other vertebrates do you know? /big/small/
What do you know about dinosaurs?

STAGE 2 From the motivation elicit the terms vertebrates and invertebrates. 5
Switch working Let students recall all they know about vertebrates and compare
language to how they differ from invertebrates
English
STAGE 3 Use flash cards- animals, ask: What is this? Name all the animals. 10
English language Each child pins an animal on the t-shirt. All the animals that belong
to vertebrates/ invertebrates/ have four legs/two legs come to the
front.
STAGE 4 Read the text, use intonation, mimics, gestures. Students have their 20
own text and follow. Divide students into groups of three. Start the
competition. The first group to fill in the worksheet wins. The
winners are marked 1.

FOLLOW UP/ Make a poster: choose 5 animals and describe them 5

HOMEWORK 1. It has got / hasn’t got the backbone/ internal skeleton
2. Where does it belong- vertebrates or invertebretes

Notes

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Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

Worksheets

VERTEBRATES AND INVERTEBRATES

There are two kinds of animals in the Animal Kingdom- vertebrates and invertebrates.

Vertebrates have got backbone and internal skeleton . They can

be small and big. Small vertebrate is a and the big one is an . Vertebrates are

classified into 5 groups: fish, amphibians, reptiles, birds and mammals. Fish live in the

water. Their skin is covered in scales and they have got fins to swim.
Amphibians

can live in water and on land. Their skin is wet and they don’t have scales. Frogs are

amphibians. Reptiles have scales. Snakes turtles or crocodiles are reptiles. Bird´s body is

covered in feathers (a feather). They have got wings and can fly. Mammals have got

skin or fur and their babies drink milk. Invertebrates haven’t got backbone or

internal skeleton . They can be very small like a lady bug or very big

like an octopus . Insects are the largest group of invertebrates.

1. HOW DO WE CLASSIFY VERTEBRATES?

B_ _ _ _

A_ _ _ _ _ _ _ _ _
M _ _ _ _ _ _

VERTEBRATES

F _ _ _
R _ _ _ _ _ _ _

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Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

2. CIRCLE VERTEBRATES WITH RED AND INVERTEBRATES WITH BLUE:

HORSE FROG LADYBUG GRASSHOPPER DRAGONFLY

SNAIL JELLYFISH RABBIT FISH CROCODILE
OCTOPUS STARFISH EARTHWORM

3. WRITE VERTEBRATES OR INVERTEBRATES:

Animals with backbones are ..........................................

Animals with no backbones are ..........................................

Boys and girls are ..........................................

Insects are ..........................................

4. READ AND CIRCLE THE CORRECT WORD

Vertebrates/ invertebrates have got an internal skeleton.

Frogs/ butterflies are invertebrates.

Fish have got fins/ scales to swim.

Reptiles have got skin/ scales.

Frogs are mammals/ amphibians.

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Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

Model activity 5
(Sepešiová, 2013)

Subject: VLASTIVEDA_CLIL
Content Objective:
- learners will be able to recognize products of nature and human creation;
to organize their knowledge in a simple system;
to show examples.
(note – a teacher continuously helps them to express themselves)
Language Objective:
- learners will memorize new vocabulary connecting with living and not living things;
practice and repeat a phrase "It is/It isn´t ..."
use vocabulary in an unfamiliar context;
predict from the unknown text
Affective objectives:
- learners will accept the opinions and cooperate with other members
Psychomotor objectives:
- learners will practice fine motor skills
Materials:
- textbook, worksheets, real objects.

Procedure

Introduction: Repeating a previous topic - Svet okolo nás (World around us)
Motivation
Activity 1: Presenting
Start a lesson reviewing a topic World around us – what they know, what they see , what
they have at home, what they need … (2-3´ )
Activity 2: Match the pictures
Individual work: Pupils are given worksheet 1 and they should match the words with
appropriate pictures (3´)
Pair work: peer evaluation – checking the answers
Check: a teacher says each word and uses a phrase It is a/an...., pronounces it correctly,
pupils repeat and check matching (4´ )

Content topic: The world around us – natural and man-made (15´)

Guidance
A teacher writes on the board (central position) – World around us and draws two
branches – natural with two sub-branches - living - not living, and a branch - man made,
gives them the prepared handouts of a mind map so they would be able to complete. The
pupils come one by one and add words they choose from the box (ready printed
words/pictures from the groups natural/man made). If they do not know, we ask for help
others or a teacher may help.
Pair work: The pupils work together /worksheet 2/ and choose the correct answer – is a
thing living or not living; later they should decide either it is natural or man-made and add
initial letter N – MN.
Check: with all class - lockstep, problematic answers must be explained
The pupils together with the teacher´s support try to discuss how a man influences nature,
what the differences between living a not living and man-made things are – summarising
e.g. what living things need – energy, breathe, movement, reaction – the teacher should
illustrate/mime… the pupils have got worksheet 3, the teacher reads the text, afterwards
the pupils within the groups of 4 try to pantomime

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Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

Practice
Group work: The pupils cut the pictures and glue them to the correct category / worksheet
3/ (5´)
Individual work: The pupils choose and circle the correct answers yes/no – check – peers
/worhsheet4/ (5´)
What have we learned today? Conclude the info about the world around us – the pupils
give some examples of natural living and not living things, man- made thing, they can use
their mind map; tell what living things need. (3´)
Homework: Based on the info form the lesson, they will draw/glue pictures and fill the
words.

Worksheet 1
Task 1

Direction: Match the words with the pictures

goat pencil paper car tree

potato book rose shoe worm

Task 2
Is it Living or Non Living?
Directions: Are they living things or not living things. Write the words into living things or
not living things part:

Living things Non living things

a car a tree a goat a pencil a paper

a rose a shoe an ipod a book an eagle
a worm a rock a dvd a potato a shark

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Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

Task 3

Living and Non-Living Things

All living things must get energy from their environment. They move, breathe, remove
waste, grow, react to the environment, and reproduce.

Examples: = living

= not living thing

Directions: Cut out the pictures at the bottom and glue them below.

Living things Not living things

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Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

Task 4: Is it a living thing?

Directions:
Look at each picture. Think about what a living thing needs and does.
Circle Yes or No to answer Is it a living thing?

yes no yes no yes no yes no

yes no yes no yes no yes no

Homework

Directions:
My living and Not living things booklet. Draw a picture and finish a sentence.
Example:
A shark is living. A car is not living.

My pictures

A ............................. is living. A ......................... is not living.

A .............................. is living. A ......................... is not living.

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Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

Model activity 6
(inspired by Pinkley)

CLIL Science Lesson: Magnification

Content Objectives
 to understand magnification and distortion
 to describe properties of mirrors and water
 to understand the role of light in magnification and distortion

Science Process Skills

 to compare and contrast properties of mirrors and water
 to develop a hypothesis
 to observe an experiment to see if water can act like a fun house mirror
 to describe a sequence of events
 to determine cause and effect
 to take notes and record data

Language Objectives
 to ask and answer questions
 to use content-related and scientific vocabulary
 to use the language of speculation and cause & effect

Learning Strategies
 to access prior knowledge
 to ask for clarification
 to predict
 to collaborate cooperatively
 to draw conclusions

Vocabulary
act like distort newspaper smaller bend distortion outwards spoon big drop plastic step(s)
bigger enter procedure stick cause experiment reflect surface change fishbowl report tall clear
fun house short text curve(d) light size water direction magnification slow down distance mirror
small
phrases: Can water act like a fun house mirror? If so, why?
What will happen?
I think _________ will happen because _________.

Procedure

1. The teacher begins by reminding students of a rhyming poem they read yesterday about a trip
to the Fun House and the different mirrors there. She holds up illustrations and repeats the
poem as students listen. Then she has them repeat the poem with her as she points to the
corresponding pictures. She asks questions about the mirrors: How many mirrors are in the
Fun House? Are they all the same? How are they different? What effect do the mirrors have? The
class discusses the poem, illustrations, and answers questions.
2. The teacher passes around a large, shiny metal spoon. Students look at their reflections in the
back of the spoon. The teacher encourages the children to say how the spoon is like the Fun
House mirrors in the poem: the children’s reflections are distorted, just like the reflections in
the mirrors.
3. Next, the teacher poses the research question: Can water act like a fun house mirror? If so,
why? She has the children gather around as she conducts an experiment. A page from a

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ISBN 978-80-558-0889-5.

newspaper is covered in transparent plastic. She carefully drops ONE large drop of water in
the centre of the clear plastic. (The curved drop acts as a lens.)
4. Holding the drop of water on the plastic about an inch or so above the newspaper, she invites
the children to look down through it. What do they think they will see? What do they see?
5. The teacher allows students to experiment with single drops of water of different sizes held
at different distances from the newspaper. What do they observe? How does the text change
each time? Students report their observations in small groups.
6. Next the teacher holds up a clear fishbowl full of water. She invites the children to predict
what will happen when a student holds the fishbowl in front of his face. The students call out
their predictions and then they watch as the student holds the fishbowl in front of his face.
The teacher asks if the boy’s face is bigger or smaller, and explains that the water has
magnified and distorted his face. All the students take turns holding the fishbowl up to their
faces and describing the results.
7. Last, the teacher puts the fishbowl about half full of water on the desk and puts a stick at an
angle into the water. Students look down into the bowl. The teacher asks if the stick looks
different, and if so, how and why. Students in pairs work out their ideas and then share them
with other pairs.
8. The teacher writes any of their ideas that have relevance on the board, and then explains,
using gestures and board drawings to scaffold her explanation: As light enters the water, it
slows down. If the surface of the water is curved, it bends the light in a new direction. The curve
of the water sends the light outwards, and as it gets bigger, it causes magnification. Students
listen to the explanation again, repeating the key ideas out loud. Then they retell what
happened in pairs, and finally, write a summary report using sentence frames the teacher
writes on the board.
9. For reinforcement and family involvement, the teacher assigns replication of the experiment
with a spoon and a glass of water at home, followed by a written report. Through content-rich
instruction such as the science lesson above, students learn and use language in an immediate
and meaningful way. The target language is the vehicle through which they meet social and
academic needs, employ learning strategies and critical thinking skills, and expand and
display their knowledge of curricular content.

Conclusion
Returning to the beginning it is possible to state that one out of the most significant aspects
affecting CLIL lesson planning is preparing for the education process which requires appropriate
training in CLIL method along with appropriate language qualification. Upon these two aspects,
which function as pillars, one can possibly build a CLIL lesson with all its necessities.
Even though a wide choice of prepared plans and activities are available online, teachers who
are unfamiliar with CLIL methodology have problems using the activities and tasks correctly.
The main difficulty could be summarized as a not effective use of methods and organizational
forms. Teachers also need to use more activating methods aimed at students´ autonomy and
natural desire to explore through language. Teachers with lack of training also fail to accept new
role of “a facilitator of the learning process” and habitually put them to the role of controllers.
While planning and setting objectives, cognition processes very often stay at the level of
remembering and understanding only rarely involved analysing or creating are involved. The
communication element must be presented and should offer opportunities to use the working
language; however its limitations could be seen in individual organizational forms where
practice is minimal. Teachers’ rich input was often absent. The culture element is regarded as
the most critical in CLIL and depends on topics. Sometimes it is impossible to include it in a
lesson.
Developing appropriate CLIL plans or adapting existing ones require three core competences:
competence in a target language, target subject and CLIL methodology. Nevertheless, the
language competence could be possibly improved with appropriate language courses aimed

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Nitra: Constantine the Philosopher University. 282 s.
ISBN 978-80-558-0889-5.

especially for teachers of CLIL. Further possible problems could be also eliminated by better
cooperation with a language teacher. Ensuring language competence is mastered is tremendous
in CLIL teaching. Lastly, knowledge of methodology for integrating both language and content is
at the top of all competencies. Simply understanding how CLIL works can give teachers the
necessary knowledge of how to prepare CLIL lessons to achieve global goals.

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